This document discusses the key mathematical processes that students use to learn and apply mathematics. It defines mathematical processes as the methods through which students acquire and apply mathematical knowledge, concepts, and skills. The key processes discussed are problem solving, reasoning and proving, reflecting, connecting, communicating, representing, and selecting tools and strategies. Each process is defined and examples of how students can develop skills in each process are provided.
Math Textbook Review First Meeting November 2009dbrady3702
The document summarizes information from a mathematics textbook review committee in Massachusetts. It discusses the state's high performance on national and international math assessments. It also reviews research on best practices in mathematics education and outlines the committee's process for reviewing and piloting elementary and middle school math textbooks based on this research. Key aspects of the review include using a rubric to evaluate textbooks, visiting schools currently using the programs, and monitoring a pilot of selected textbooks before making an adoption recommendation.
This document provides look-fors and examples for teachers and students related to seven of the eight Common Core State Standards for Mathematical Practice. It describes characteristics of high-quality math tasks and how students and teachers can demonstrate each practice. For each practice, examples are given for how a task, student, and teacher might exhibit the practice, such as using multiple representations, justifying solutions, and facilitating discussion of mathematical reasoning. The document aims to help teachers design lessons aligned to the standards and observe evidence of the practices.
Empowering Every Learner: Inclusive Strategies for Mathematics Success.pdfTimothy Gadson
Dive into Dr. Timothy Gadson’s “Empowering Every Learner: Inclusive Strategies for Mathematics Success.” Explore innovative approaches for designing math classrooms that cater to diverse student needs. From culturally responsive teaching practices to vertically aligned curricula, uncover actionable strategies to promote equity, engagement, and achievement in mathematics education. Gain valuable insights and resources to empower learners and cultivate a dynamic math learning environment.
This document discusses research-based tools and frameworks to support ambitious mathematics teaching. It describes instructional activities designed for novice teachers to practice key routines of ambitious teaching. Rehearsals are used for teachers to learn how to facilitate mathematical talk and position students competently. A communication and participation framework maps teacher actions and student practices to support teacher reflection and trajectory of change. Common features of these tools include supporting teacher-researcher partnerships, developing a shared pedagogical language, approximating practice, highlighting student thinking, and linking teaching to learning outcomes. The goal is to develop teachers' adaptive expertise.
This document discusses integrating mathematics with other subjects and effective teaching strategies for mathematics. It describes how math can be integrated into subjects like science, social studies, literacy, and arts. Six teaching strategies for math are outlined: making conceptual understanding a priority, setting meaningful homework, using cooperative learning, strategic questioning, focusing on real problem-solving and reasoning, and using mixed modes of assessment. The conclusion emphasizes that integrating math into other subjects helps students understand math concepts better and see real-world applications. Effective teaching approaches can improve math learning outcomes.
The document provides guidance for teachers on facilitating high-quality mathematical tasks aligned to the Common Core State Standards. It outlines the key actions students and teachers should take to support each of the 7 Mathematical Practices. For each practice, examples of effective math tasks are described, along with observable behaviors students may exhibit and strategies teachers can implement to encourage the practice. The goal is to help students make sense of problems, construct arguments, attend to precision, model with mathematics, use tools strategically, and look for structure, while teachers promote discussion, representation, problem-solving and reasoning.
The document discusses the importance of mathematics and outlines a program called "Raising A Mathematician" which aims to identify and mentor young mathematical talent aged 13-15. The 6-day residential program will provide conceptual understanding of advanced math topics, encourage logical thinking and problem solving, and foster a research mentality through activities like group discussions and projects. The goal is to nurture students' mathematical skills and inspire more to pursue research. It will be run by experienced mathematics faculty and seeks funding to support approximately 100 student participants in May 2014.
The document discusses several key principles of how students learn mathematics:
- Students learn best through active, hands-on experiences with manipulatives and by solving meaningful, contextual problems. This helps them connect concrete and abstract representations of mathematical concepts.
- Teachers play an important role in helping students develop deeper conceptual understanding through questioning and explanation of relationships.
- While basic skills and practice are important, rote memorization or practicing without understanding can be detrimental. Students benefit most when practice connects to mathematical thinking.
- Teachers should value student-invented algorithms and alternative strategies to build number sense over solely teaching traditional algorithms.
Math Textbook Review First Meeting November 2009dbrady3702
The document summarizes information from a mathematics textbook review committee in Massachusetts. It discusses the state's high performance on national and international math assessments. It also reviews research on best practices in mathematics education and outlines the committee's process for reviewing and piloting elementary and middle school math textbooks based on this research. Key aspects of the review include using a rubric to evaluate textbooks, visiting schools currently using the programs, and monitoring a pilot of selected textbooks before making an adoption recommendation.
This document provides look-fors and examples for teachers and students related to seven of the eight Common Core State Standards for Mathematical Practice. It describes characteristics of high-quality math tasks and how students and teachers can demonstrate each practice. For each practice, examples are given for how a task, student, and teacher might exhibit the practice, such as using multiple representations, justifying solutions, and facilitating discussion of mathematical reasoning. The document aims to help teachers design lessons aligned to the standards and observe evidence of the practices.
Empowering Every Learner: Inclusive Strategies for Mathematics Success.pdfTimothy Gadson
Dive into Dr. Timothy Gadson’s “Empowering Every Learner: Inclusive Strategies for Mathematics Success.” Explore innovative approaches for designing math classrooms that cater to diverse student needs. From culturally responsive teaching practices to vertically aligned curricula, uncover actionable strategies to promote equity, engagement, and achievement in mathematics education. Gain valuable insights and resources to empower learners and cultivate a dynamic math learning environment.
This document discusses research-based tools and frameworks to support ambitious mathematics teaching. It describes instructional activities designed for novice teachers to practice key routines of ambitious teaching. Rehearsals are used for teachers to learn how to facilitate mathematical talk and position students competently. A communication and participation framework maps teacher actions and student practices to support teacher reflection and trajectory of change. Common features of these tools include supporting teacher-researcher partnerships, developing a shared pedagogical language, approximating practice, highlighting student thinking, and linking teaching to learning outcomes. The goal is to develop teachers' adaptive expertise.
This document discusses integrating mathematics with other subjects and effective teaching strategies for mathematics. It describes how math can be integrated into subjects like science, social studies, literacy, and arts. Six teaching strategies for math are outlined: making conceptual understanding a priority, setting meaningful homework, using cooperative learning, strategic questioning, focusing on real problem-solving and reasoning, and using mixed modes of assessment. The conclusion emphasizes that integrating math into other subjects helps students understand math concepts better and see real-world applications. Effective teaching approaches can improve math learning outcomes.
The document provides guidance for teachers on facilitating high-quality mathematical tasks aligned to the Common Core State Standards. It outlines the key actions students and teachers should take to support each of the 7 Mathematical Practices. For each practice, examples of effective math tasks are described, along with observable behaviors students may exhibit and strategies teachers can implement to encourage the practice. The goal is to help students make sense of problems, construct arguments, attend to precision, model with mathematics, use tools strategically, and look for structure, while teachers promote discussion, representation, problem-solving and reasoning.
The document discusses the importance of mathematics and outlines a program called "Raising A Mathematician" which aims to identify and mentor young mathematical talent aged 13-15. The 6-day residential program will provide conceptual understanding of advanced math topics, encourage logical thinking and problem solving, and foster a research mentality through activities like group discussions and projects. The goal is to nurture students' mathematical skills and inspire more to pursue research. It will be run by experienced mathematics faculty and seeks funding to support approximately 100 student participants in May 2014.
The document discusses several key principles of how students learn mathematics:
- Students learn best through active, hands-on experiences with manipulatives and by solving meaningful, contextual problems. This helps them connect concrete and abstract representations of mathematical concepts.
- Teachers play an important role in helping students develop deeper conceptual understanding through questioning and explanation of relationships.
- While basic skills and practice are important, rote memorization or practicing without understanding can be detrimental. Students benefit most when practice connects to mathematical thinking.
- Teachers should value student-invented algorithms and alternative strategies to build number sense over solely teaching traditional algorithms.
The document discusses innovative practices and modern methods in teaching mathematics education. It outlines several goals of teaching mathematics, including developing logical thinking and problem solving skills. It notes the need for innovations in mathematics education, emphasizing understanding over mechanical computations. Several innovative tools are proposed, such as using multimedia, mind maps, smart classrooms, flipped classrooms, virtual classrooms, blended learning, and mobile learning. Mastery learning strategies and methods like inductive-deductive, analytic-synthetic, problem-solving, play-way, and laboratory are also discussed. The role of the teacher is changing to that of a facilitator with the introduction of new technologies.
Curriculum jeremy kilpatrick and john dosseyGlaiden Rufino
This document discusses key aspects of developing a coherent mathematics curriculum. It emphasizes that a curriculum must clearly define its purpose and intended outcomes. It recommends focusing content domains and cognitive processes concisely while ensuring connections. A philosophy of pedagogy should value reasoning, problem-solving, multiple perspectives and mathematical autonomy. Finally, developing coherence across all elements and attending to challenges of implementation are vital.
This document discusses creating strategic coherence in education systems by focusing efforts and connecting goals, measures, and practices. It emphasizes aligning goals for student learning across universal, building/department, and classroom levels. Student learning should focus on critical skills like problem solving, communication, and using evidence to construct arguments. Assessment practices should value what is being measured and reliably measure student progress towards goals. The document provides examples of aligning goals and assessments for a history teacher and discusses balancing formative and summative assessments. It presents coherence as connecting mission, leadership, focus, goals, measures and practices through data-driven improvement cycles to prepare students for the future.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
The document provides an overview of various teaching strategies grouped into different categories, including activity-based strategies, arts-based strategies, cooperative learning strategies, direct instruction strategies, independent learning strategies, inquiry-based strategies, learning styles, technology-based strategies, and thinking skills strategies. Each category lists and briefly describes specific strategies that fall under that approach to teaching and learning.
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
3) It emphasizes making connections across the mathematics curriculum by integrating different strands like number, patterns, and measurement.
The document discusses effective strategies for teaching mathematics. It emphasizes that mathematics is important for solving everyday problems and that students should develop essential numeracy skills. It advocates teaching mathematics through creative problem solving, logical reasoning, and real-world applications. Some key strategies mentioned include connecting new concepts to prior knowledge, engaging students through challenging tasks, differentiating instruction, and promoting fluency through daily practice and reinforcement. The document also notes the importance of making mathematics a rewarding experience for all students regardless of learning style.
The document outlines the ISTE NETS performance indicators for students in six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving/decision making, digital citizenship, and technology operations/concepts. Each category lists several indicators that describe how students can demonstrate skills in that area when using technology. The conclusion emphasizes that teachers should reference these indicators when planning lessons and activities incorporating technology to help prevent issues from arising.
Mathematics is the study of quantity, structure, space, and change. It evolved from counting, calculation, measurement, and studying the shapes and motions of physical objects. Mathematics includes the study of numbers, structure, place, and change. It is useful for solving problems in everyday life, such as managing time and budgeting. The aims of teaching mathematics are to help students appreciate and understand how mathematics permeates the world, enjoy solving problems using mathematical reasoning and language, and be able to apply mathematics to analyze problems in school and real life.
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
The document discusses five key elements of effective mathematics instruction:
1) Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition which are the five strands of mathematical proficiency.
2) The importance of establishing connections with students to build trust before engaging in learning.
3) Having a clear learning goal or outcome for each lesson that is communicated to students.
4) Helping students take ownership of their learning through exploration, dialogue, and explaining their reasoning.
5) The need to balance conceptual learning, procedural fluency, and problem solving practice for a strong mathematical foundation.
This document defines and describes thinking, reasoning and working mathematically (t, r, w m) and how it can be promoted in mathematics learning. T, r, w m involves making decisions about what mathematical knowledge to use, incorporates communication skills, and is developed through engaging investigations. It promotes higher-order thinking and confidence in doing math. The document outlines how t, r, w m can be encouraged in three phases of investigations: identifying problems, understanding concepts, and justifying solutions. Teachers can support t, r, w m through discussion, challenging problems, and reflection. The curriculum promotes these skills through real-world problems, investigative approaches, and connections between topics.
The document discusses teaching mathematics concepts through big ideas and problem solving. It describes big ideas as large networks of interrelated concepts that students understand as whole chunks. Teachers should explicitly model big ideas and have students actively discuss and reflect on them. Examples of big ideas in geometry include properties of shapes and geometric relationships. The document provides strategies for structuring the classroom and lessons to encourage problem solving, communication, and assessing student understanding of big ideas through observation, interviews, student work and self-assessment.
This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It describes the curriculum's goals of developing mathematically literate students and key aspects like emphasizing problem solving, reasoning skills, and adapting instruction to meet diverse student needs. Both pros and cons are discussed. While the curriculum encourages learner-centered teaching strategies, it is noted that some activities still reflect a scholar academic ideology and standardized algorithms are preferred over models/pictures. In conclusion, combining best practices with curriculum support from numeracy specialists could help develop students' mathematical literacy.
The document outlines the aims and objectives of teaching mathematics according to the National Curriculum Framework (NCF) 2005. It discusses how mathematics education should enhance logical thinking, problem solving, and handling abstractions. It also notes common problems in mathematics education like fear of the subject and a lack of focus on spatial thinking. The document then details goals and approaches for teaching mathematics at different stages, from pre-primary to focusing on applications at the higher secondary stage. It emphasizes relating mathematics to students' experiences and developing a positive attitude.
Problem solving is a teaching strategy that uses the scientific method to help students develop skills like critical thinking. It involves defining a problem, formulating hypotheses to solve it, testing hypotheses, analyzing evidence, and forming conclusions. Using this method helps students develop higher-level thinking skills and scientific attitudes like open-mindedness and appreciation for scientific achievement. Teachers should make sure problems are appropriate for students' ages and interests and guide students through each step of the process.
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
The document discusses the nature of mathematics and defines conceptual knowledge and procedural knowledge in mathematics. Conceptual knowledge refers to understanding mathematical concepts, while procedural knowledge involves being able to physically solve problems by applying mathematical skills and tools. The document states that conceptual understanding supports applying principles to new situations, while procedural knowledge is built upon conceptual understanding. It emphasizes that both conceptual understanding and procedural knowledge are important for students to master, as it helps them solve problems, draw inferences, and establish relationships between concepts.
The document discusses innovative practices and modern methods in teaching mathematics education. It outlines several goals of teaching mathematics, including developing logical thinking and problem solving skills. It notes the need for innovations in mathematics education, emphasizing understanding over mechanical computations. Several innovative tools are proposed, such as using multimedia, mind maps, smart classrooms, flipped classrooms, virtual classrooms, blended learning, and mobile learning. Mastery learning strategies and methods like inductive-deductive, analytic-synthetic, problem-solving, play-way, and laboratory are also discussed. The role of the teacher is changing to that of a facilitator with the introduction of new technologies.
Curriculum jeremy kilpatrick and john dosseyGlaiden Rufino
This document discusses key aspects of developing a coherent mathematics curriculum. It emphasizes that a curriculum must clearly define its purpose and intended outcomes. It recommends focusing content domains and cognitive processes concisely while ensuring connections. A philosophy of pedagogy should value reasoning, problem-solving, multiple perspectives and mathematical autonomy. Finally, developing coherence across all elements and attending to challenges of implementation are vital.
This document discusses creating strategic coherence in education systems by focusing efforts and connecting goals, measures, and practices. It emphasizes aligning goals for student learning across universal, building/department, and classroom levels. Student learning should focus on critical skills like problem solving, communication, and using evidence to construct arguments. Assessment practices should value what is being measured and reliably measure student progress towards goals. The document provides examples of aligning goals and assessments for a history teacher and discusses balancing formative and summative assessments. It presents coherence as connecting mission, leadership, focus, goals, measures and practices through data-driven improvement cycles to prepare students for the future.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
The document provides an overview of various teaching strategies grouped into different categories, including activity-based strategies, arts-based strategies, cooperative learning strategies, direct instruction strategies, independent learning strategies, inquiry-based strategies, learning styles, technology-based strategies, and thinking skills strategies. Each category lists and briefly describes specific strategies that fall under that approach to teaching and learning.
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
3) It emphasizes making connections across the mathematics curriculum by integrating different strands like number, patterns, and measurement.
The document discusses effective strategies for teaching mathematics. It emphasizes that mathematics is important for solving everyday problems and that students should develop essential numeracy skills. It advocates teaching mathematics through creative problem solving, logical reasoning, and real-world applications. Some key strategies mentioned include connecting new concepts to prior knowledge, engaging students through challenging tasks, differentiating instruction, and promoting fluency through daily practice and reinforcement. The document also notes the importance of making mathematics a rewarding experience for all students regardless of learning style.
The document outlines the ISTE NETS performance indicators for students in six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving/decision making, digital citizenship, and technology operations/concepts. Each category lists several indicators that describe how students can demonstrate skills in that area when using technology. The conclusion emphasizes that teachers should reference these indicators when planning lessons and activities incorporating technology to help prevent issues from arising.
Mathematics is the study of quantity, structure, space, and change. It evolved from counting, calculation, measurement, and studying the shapes and motions of physical objects. Mathematics includes the study of numbers, structure, place, and change. It is useful for solving problems in everyday life, such as managing time and budgeting. The aims of teaching mathematics are to help students appreciate and understand how mathematics permeates the world, enjoy solving problems using mathematical reasoning and language, and be able to apply mathematics to analyze problems in school and real life.
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
The document discusses five key elements of effective mathematics instruction:
1) Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition which are the five strands of mathematical proficiency.
2) The importance of establishing connections with students to build trust before engaging in learning.
3) Having a clear learning goal or outcome for each lesson that is communicated to students.
4) Helping students take ownership of their learning through exploration, dialogue, and explaining their reasoning.
5) The need to balance conceptual learning, procedural fluency, and problem solving practice for a strong mathematical foundation.
This document defines and describes thinking, reasoning and working mathematically (t, r, w m) and how it can be promoted in mathematics learning. T, r, w m involves making decisions about what mathematical knowledge to use, incorporates communication skills, and is developed through engaging investigations. It promotes higher-order thinking and confidence in doing math. The document outlines how t, r, w m can be encouraged in three phases of investigations: identifying problems, understanding concepts, and justifying solutions. Teachers can support t, r, w m through discussion, challenging problems, and reflection. The curriculum promotes these skills through real-world problems, investigative approaches, and connections between topics.
The document discusses teaching mathematics concepts through big ideas and problem solving. It describes big ideas as large networks of interrelated concepts that students understand as whole chunks. Teachers should explicitly model big ideas and have students actively discuss and reflect on them. Examples of big ideas in geometry include properties of shapes and geometric relationships. The document provides strategies for structuring the classroom and lessons to encourage problem solving, communication, and assessing student understanding of big ideas through observation, interviews, student work and self-assessment.
This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It describes the curriculum's goals of developing mathematically literate students and key aspects like emphasizing problem solving, reasoning skills, and adapting instruction to meet diverse student needs. Both pros and cons are discussed. While the curriculum encourages learner-centered teaching strategies, it is noted that some activities still reflect a scholar academic ideology and standardized algorithms are preferred over models/pictures. In conclusion, combining best practices with curriculum support from numeracy specialists could help develop students' mathematical literacy.
The document outlines the aims and objectives of teaching mathematics according to the National Curriculum Framework (NCF) 2005. It discusses how mathematics education should enhance logical thinking, problem solving, and handling abstractions. It also notes common problems in mathematics education like fear of the subject and a lack of focus on spatial thinking. The document then details goals and approaches for teaching mathematics at different stages, from pre-primary to focusing on applications at the higher secondary stage. It emphasizes relating mathematics to students' experiences and developing a positive attitude.
Problem solving is a teaching strategy that uses the scientific method to help students develop skills like critical thinking. It involves defining a problem, formulating hypotheses to solve it, testing hypotheses, analyzing evidence, and forming conclusions. Using this method helps students develop higher-level thinking skills and scientific attitudes like open-mindedness and appreciation for scientific achievement. Teachers should make sure problems are appropriate for students' ages and interests and guide students through each step of the process.
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
The document discusses the nature of mathematics and defines conceptual knowledge and procedural knowledge in mathematics. Conceptual knowledge refers to understanding mathematical concepts, while procedural knowledge involves being able to physically solve problems by applying mathematical skills and tools. The document states that conceptual understanding supports applying principles to new situations, while procedural knowledge is built upon conceptual understanding. It emphasizes that both conceptual understanding and procedural knowledge are important for students to master, as it helps them solve problems, draw inferences, and establish relationships between concepts.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. KLE Society’s College of Education
P.G Department of
Education,Vidyanagar.Hubballi-31
Seminar Topic: mathematical processes
Subject: UDP- Mathematics
Submitted By: Pavan Shrinivas Naik
Submitted To : Shri Veeresh A Kalakeri
2. KLE Society’s College of Education
P.G Department of
Education,Vidyanagar.Hubballi-31
CERTIFICATE
This is to certify that Shri Pavan Shrinivas Naik has satisfactory
completed the seminar in Mathematical processes prescribed
by the Karnataka University, Dharwad for the B.Ed degree
course during 2021-2022
Date:
Signature of teacher in charge of course
3. Mathematical Processes
Introduction
• Students learn and apply the mathematical
processes as they work to achieve the
expectations outlined in the curriculum. All
students are actively engaged in applying these
processes throughout the program.
• They apply these processes, together with social-
emotional learning (SEL) skills, across the
curriculum to support learning in mathematics.
4. Mathematical Processes
Meaning of Mathematical process
• The mathematical processes can be seen
as the processes through which all students
acquire and apply mathematical knowledge,
concepts, and skills. These processes are
interconnected. Problem solving and
communicating have strong links to all the
other processes.
5. Mathematical Processes
Definition of Mathematical process
• (mathematics) calculation by mathematical
methods
• “the problems at the end of the chapter
demonstrated the mathematical
processes involved in the derivation”
6. Mathematical Processes
Example of Mathematical process
• Find the first derivative of f( )
• Find the area of the region that is bounded by
(x =1), (x= 4), (y= 0),
• After justifying its applicability, verify the
conclusions of the Mean-Value Theorem for
the function f ( )over the interval [0
2].
7. The mathematical processes that support effective
learning in mathematics are as follows:
• problem solving
• reasoning and proving
• reflecting
• connecting
• communicating
• representing
• selecting tools and strategies
8. Problem solving
• It is central to doing mathematics. By learning to solve
problems and by learning through problem solving,
students are given, and create, numerous opportunities to
connect mathematical ideas and to develop conceptual
understanding.
• Problem solving forms the basis of effective mathematics
programs that place all students’ experiences and queries
at the centre. Thus, problem solving should be the mainstay
of mathematical instruction.
• It is considered an essential process through which all
students are able to achieve the expectations in
mathematics and is an integral part of the Ontario
mathematics curriculum.
9. Advantages of problem solving
• increases opportunities for the use of critical
thinking skills (e.g., selecting appropriate tools
and strategies, estimating, evaluating, classifying,
assuming, recognizing relationships, conjecturing,
posing questions, offering opinions with reasons,
making judgments) to develop mathematical
reasoning;
• helps all students develop a positive math
identity;
• allows all students to use the rich prior
mathematical knowledge they bring to school;
10. Mathematical Processes
• helps all students make connections among
mathematical knowledge, concepts, and skills,
and between the classroom and situations
outside the classroom;
• promotes the collaborative sharing of ideas and
strategies and promotes talking about
mathematics;
• facilitates the use of creative-thinking skills when
developing solutions and approaches;
• helps students find enjoyment in mathematics
and become more confident in their ability to do
mathematics.
11. Reasoning and Proving
• Reasoning and proving are a mainstay of mathematics
and involves students using their understanding of
mathematical knowledge, concepts, and skills to justify
their thinking.
• Proportional reasoning, algebraic reasoning, spatial
reasoning, statistical reasoning, and probabilistic
reasoning are all forms of mathematical reasoning.
Students also use their understanding of numbers and
operations, geometric properties, and measurement
relationships to reason through solutions to problems.
12. Strategies of reasoning
• Teachers can provide all students with learning
opportunities where they must form
mathematical conjectures and then test or prove
them to see if they hold true.
• Initially, students may rely on the viewpoints of
others to justify a choice or an approach to a
solution. As they develop their own reasoning
skills, they will begin to justify or prove their
solutions by providing evidence.
13. Mathematical Processes
Reflecting
• Students reflect when they are working through a
problem to monitor their thought process, to
identify what is working and what is not working,
and to consider whether their approach is
appropriate or whether there may be a better
approach.
• Students also reflect after they have solved a
problem by considering the reasonableness of
their answer and whether adjustments need to
be made.
14. Strategies of reflecting
• Teachers can support all students as they develop
their reflecting and met cognitive skills by asking
questions that have them examine their thought
processes, as well as questions that have them
think about other students’ thought processes.
• Students can also reflect on how their new
knowledge can be applied to past and future
problems in mathematics.
15. Mathematical Processes
Connecting
• Experiences that allow all students to make
connections – to see, for example, how knowledge,
concepts, and skills from one strand of mathematics
are related to those from another – will help them to
grasp general mathematical principles.
• Through making connections, students learn that
mathematics is more than a series of isolated skills and
concepts and that they can use their learning in one
area of mathematics to understand another.
• Seeing the relationships among procedures and
concepts also helps develop mathematical
understanding.
16. Mathematical Processes
Strategies of connecting
• making connections between the mathematics
they learn at school and its applications in their
everyday lives not only helps students
understand mathematics but also allows them to
understand how useful and relevant it is in the
world beyond the classroom.
• These kinds of connections will also contribute to
building students’ mathematical identities.
17. Mathematical Processes
Communicating
• Communication is an essential process in learning
mathematics. Students communicate for various
purposes and for different audiences, such as the
teacher, a peer, a group of students, the whole
class, a community member, or their family.
• They may use oral, visual, written, or gestural
communication. Communication also involves
active and respectful listening.
• Teachers provide differentiated opportunities for
all students to acquire the language of
mathematics,
18. Advantages of communicating
• share and clarify their ideas, understandings,
and solutions;
• create and defend mathematical arguments;
• provide meaningful descriptive feedback to
peers; and
• pose and ask relevant questions.
19. Representing
• Students represent mathematical ideas and
relationships and model situations using tools,
pictures, diagrams, graphs, tables, numbers,
words, and symbols.
• Teachers recognize and value the varied
representations students begin learning with, as
each student may have different prior access to
and experiences with mathematics.
• While encouraging student engagement and
affirming the validity of their representations,
20. Strategies of representing
• teachers help students reflect on the appropriateness
of their representations and refine them.
• Teachers support students as they make connections
among various representations that are relevant to
both the student and the audience they are
communicating with, so that all students can develop a
deeper understanding of mathematical concepts and
relationships.
• All students are supported as they use the different
representations appropriately and as needed to model
situations, solve problems, and communicate their
thinking.
21. Mathematical Processes
Selecting Tools and Strategies to
improve mathematical processes
• Technology. A wide range of technological and
digital tools can be used in many contexts for
students to interact with, learn, and do
mathematics.
22. Mathematical Processes
• see patterns and relationships;
• make connections between mathematical
concepts and between concrete and abstract
representations;
• test, revise, and confirm their reasoning;
• remember how they solved a problem;
• communicate their reasoning to others,
including by gesturing.
23. Mathematical Processes
• dynamic geometry software and online geometry
tools to develop spatial sense;
• computer programs to represent and simulate
mathematical situations (i.e., mathematical
modeling);
• communications technologies to support and
communicate their thinking and learning;
• computers, tablets, and mobile devices to access
mathematical information available on the
websites of organizations around the world and
to develop information literacy.
24. Mathematical Processes
• Tools. All students should be encouraged to
select and use tools to illustrate mathematical
ideas. Students come to understand that
making their own representations is a
powerful means of building understanding
and of explaining their thinking to others.
Using tools helps students
25. Mathematical Processes
• Strategies and Conclusion
• Problem solving often requires students to select
an appropriate strategy. Students learn to judge
when an exact answer is needed and when
an estimate is all that is required, and they use
this knowledge to guide their selection.
• For example, computational strategies include
mental computation and estimation to develop a
sense of the numbers and operations involved.
26. Mathematical Processes
• . The selection of a computational strategy is
based on the flexibility students have with
applying operations to the numbers they are
working with.
• Sometimes, their strategy may involve the use
of algorithmsthe composition and decomposit
ion of numbers using known facts. Students
can also create computational representations
of mathematical situations using code.